Childminder in Hertfordshire

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children are settled and secure and enjoy their time with the childminder. They respond to the warm, caring atmosphere and build close, trusting relationships with her. This supports children's confidence and self-esteem and they are inquisitive learners, competently exploring their environment. The well-organised setting aids children in developing their independence. For example, they choose resources and set these out themselves. Children reflect the childminder's high expectations and concentrate on activities. For instance, they persevere as they join construction sections to make a roadway for the cars.

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The provision is good

With the childminder's sensitive support, children are developing a good understanding of their emotions and how their actions affect others. They share resources and use a timer to organise fair turns. Children respond to the childminder's practical explanations and show a good understanding of how to keep themselves safe. For example, they competently explain why they do not run inside. Ongoing discussions support children in appreciating the relevance of healthy practices. For example, they talk about the importance of cleaning their teeth and use a stethoscope to note their raised heart rates after exercise.

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need to do better?

n The childminder continuously reviews her work and implements improvements. She knows the children well and ensures that the toys and resources reflect their current interests and needs. The childminder completes training, reads relevant articles and exchanges information with other childminders, helping her to keep up to date with any changes. n Children make good progress. The childminder uses her experience and relevant documentation to aid her in monitoring children's development and ensuring that no child falls behind in their learning. She understands what each child is learning and what they need to learn next. The childminder offers children a wide variety of play opportunities that reflect their individual interests and support them in taking the next developmental steps. n The childminder gently supports children to develop their language and communication skills. When children struggle with the pronunciation of words,

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need to do better?

the childminder sensitively repeats them and helps children to use them in the correct context. She supports children to participate in discussions. For example, children understand that it is important to look at the person they are talking with and to listen to them before adding their own contributions. n Children participate in activities that aid them in developing the strength and muscle control that support their ability to write. For example, they design roadways for their favourite cars as they make large, sweeping pen marks on paper on the floor.

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need to do better?

26 February 2024 n Easy access to a wide range of interesting books supports children in developing a love of reading. They frequently choose favourite books, remembering the words and using props to act out the story. n The childminder knows children well and makes resources that support their development. For instance, children develop mathematical skills as they count numbers on a dice and match these to written numbers on toy cars. They play board games, where they carefully count out the number of spaces they can move. n Parents demonstrate their appreciation of the childminder, for example, through giving feedback in electronic messages and cards. The childminder communicates well with them. She ensures that they understand what their children have been learning and how to continue this at home. n The childminder supports children well and her interactions with them are usually of a very good quality. For example, children learn about differences

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need to do better?

through discussions at lunchtime, where they talk about the traditional foods they eat at home. However, on occasion, the childminder does things for children, rather than supporting them to solve problems themselves and build their critical thinking skills. n Children enjoy outdoor play, such as using ride-on toys in the garden and play equipment at local parks. However, the childminder does not consistently offer as many outdoor opportunities as possible, to fully build on the development of children who prefer to play and learn in an outdoor environment.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n extend the opportunities that encourage children to explore further and develop their skills in solving problems and thinking critically n build on the use of outdoor areas to offer children who prefer to be outside further play and learning opportunities.

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Setting details

Unique reference number 130409 Local authority Hertfordshire Inspection number 10316865 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection 24 May 2018

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Information about this early years setting

The childminder registered in 2000 and lives in Watford. She operates all year round, Monday to Friday from 8.30m to 5.30pm, except for bank holidays and family holidays. The childminder provides funded early education places for two-, three- and four-year-old children. She holds a degree in primary education.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the childminder's setting. n The childminder showed the inspector the premises and discussed how they ensure these are safe and suitable. n The inspector observed activities and assessed the impact these have on children's learning. She talked with the childminder about how the early years provision is organised. n The childminder and inspector discussed and reviewed activities. n The inspector viewed relevant documentation, including the safeguarding procedures. n The inspector talked with children at appropriate times throughout the inspection. She also reviewed written documentation from parents.

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Inspection activities

26 February 2024 We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

26 February 2024 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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